Suchergebnisse

The article shows the relevance of the problem caused by the growth of academic deviations among the main educational communities of the university – students and research and teaching staff. The object of the study is various deviations in their behaviour, manifested in non-compliance with fundamental moral and legal norms and values governing relations in higher education. The purpose of the article is to analyse the relationship between academic deviations of students and the scientific and pedagogical community. The main results of the study are the characteristics of the concept, types, manifestations of academic deviations, as well as the consideration of their forms, typical for both students and teachers. The greatest attention is paid to the interpretation of academic fraud, imitations in the educational sphere and scientific research, simulacra of publication activity, ghostwriting, practices of «student savings», forms of delinquent behaviour. In conclusion, the ways of limiting the influence of deviations on the quality of academic achievements areconsidered.

The article is devoted to the sociological study of the risks of educational failure for studying youth. The authors show the magnitude of such a phenomenon as schoolchildren's and students' educational failure, as well as the relevance of its research in the context of new challenges faced by modern Russian society. The authors reveal the widespread, pervasive nature of the risks of educational failure for all spheres of public life. The authors emphasize the contradiction between the need to take them into account when it comes to the strategy for developing Russian education and this problem being ignored by the authorities and education management. The authors' interpretation of key concepts (educational failure, its risks, human capital of educational communities) is presented. The classification of risks of educational failure for studying youth is given. Four groups of risks are analyzed specifically: for the development of the continuous education system; for the economy and labor market; for social security and well-being; for the education system. The final section of the article is devoted to analyzing the opportunities for minimizing the risks of educational failure. It is proven that it is necessary to develop approaches for overcoming the risks of educational failure at the levels of state educational policy, educational organizations of various types and educational communities. Special attention is paid to the importance of transforming educational policy in relation to unsuccessful educational communities, of changes in the environment of educational institutions, of implementing social technologies for the educational support of unsuccessful pupils and students. The empirical basis for this article consists of the results from studies conducted in Yekaterinburg and Sverdlovsk Province.

This article is devoted to disclosing the idea of trusting knowledge, which is laid out in the monograph "Trusting knowledge in conditions of social turbulence: risks, vulnerabilities, security challenges". The genre of the article/review allowed for presenting the key positions of the sociological conception and the results of empirical research conducted by the book's authors (the research team of MGIMO University under the guidance of Professor S.A. Kravchenko), as well as for interpreting them while taking into account our own theoretical and methodological approaches to the phenomenon of trust and the results of its research.
The article deals with concepts that have become the basis for the book — the concept of institutional trust in knowledge systems, and the concept of how the dynamics of institutional trust impact the system of producing and spreading knowledge. Highlighted is the novelty and originality of the author's interpretations of scientific knowledge dynamics — from linear to non-linear knowledge. Following this, we present our own interpretations of the problem of nonlinear trust — as a response to the ideas of the monograph's authors on the dynamics of reflexive trust (from linear to non-linear). Special attention is paid to the criteria for evaluating scientific knowledge which bears credibility in the eyes of various social actors.
The reflections on the book "Trusting knowledge in conditions of social turbulence: risks, vulnerabilities, security challenges" which this article/review contains fit into the broad context of the theoretical and methodological problems with studying the phenomenon of trust. Shown are possible paths for developing sociological research of trust, while taking into account the ideas presented in the monograph.

Modern higher education's central issue – educational inefficiency among a considerable portion of students – is examined in close conjunction with developing relationships of trust within universities. The main goal of this article is to reveal the issue of educational inefficiency among Russian college students and to present trust within universities as a vital resource for solving the issue. The article interprets the basic concepts of trust within universities and students' educational inefficiency. Trust within universities is shown to be a predictor for developing stable motivation in education, as well as students' professional inclinations, which ultimately define success in education and human capital quality. Sociological analysis revealed the source of students' educational inefficiency, as well as how it transfers through all levels of education – from preschool to university. Determined are the risks associated with an increase in the magnitude of students' educational inefficiency and with an emergence of imitational strategies in universities, which serve to conceal this phenomenon. Brought forth is the issue of educational inefficiency being concentrated among students attending provincial universities. The authors maintain that "two-way" trust could become a factor in overcoming such inefficiency in universities – both on behalf of students towards other educational collectives, primarily the scientific-pedagogical community and administrative personnel, and coming from these university collectives towards students. This article reveals the main characteristics of such mutual trust, which can act as a resource for overcoming students' inefficiency. Illustrated is the purpose for developing and fortifying trust within universities, based on the economic and socio-cultural necessity to transform those students who are experiencing trouble in the academic field into professionally and socially successful actors. The dominant idea in their life after university should be pursuing an aptitude for achievement in vital fields of activity.

The purpose of this article is to characterize trust in higher education as a fundamental problem of sociological research, review existing achievements in its analysis and the presentation of experience in the empirical study of trust in higher education facilities of the Ural macro-region. Trust is interpreted by the authors as a major non-material asset of the development of higher education in a situation of crisis, social and economic uncertainty. It is proposed to consider the establishment of trust and the formation of a culture of trust in higher education as a constructive way to implement positive changes in the institution and the country's system of higher education, increasing its social effectiveness. Substantiated is the need for an interdisciplinary methodology for studying trust in higher education, developed at the intersection of sociological, psychological, socio-psychological, economic, moral and professional-ethical, educational, and management approaches. Going beyond the narrow disciplinary route, according to the authors, provides an opportunity to identify the resource potential of trust as an non-material asset. This article shows the main directions for researching trust in higher education in foreign and Russian science. The discourse of trust in higher education is shown as undergoing dynamic changes. On this basis, there are prospects for the further theoretical and empirical study of this problem. Data from the empirical study of trust as a new resource of higher education in the aforementioned Russian macro-region demonstrates the most acute contradictions given its current state and development, which have to do with an ever growing distrust in educational policies and the strategies for their implementation.